This article focuses on the impact of a physics class on secondary science teacher candidates’ views of teaching and learning physics. The course was developed and taught by faculty from the Department of Astronomy and Physics and the College of Education and integrated physics content with a conceptual change pedagogical approach. Candidates’ views gathered in pre- and postcourse interviews were analyzed along a continuum from teacher-centered canonical to student-centered refinement, which represented a progression from not giving any attention to students’ ideas in thinking about what effective teaching and learning represent to recognizing the need to build scientific knowledge from students’ ideas. Candidates showed a shift from the beginning of the course to the end, with 12 of the 14 candidates expressing student-centered views in the postcourse interviews and 8 presenting views commensurate with the refinement level. We describe several factors that were identified as responsible for this shift and offer suggestions about how to replicate those factors across multiple contexts so others may design learning experiences to produce similar outcomes.